Embed Size (px)
Citation preview
International Perspectives on Teachingand Learning with GIS in Secondary Schools
Andrew J. Milson · Ali Demirci · Joseph J. KerskiEditors
International Perspectiveson Teaching and Learningwith GIS in SecondarySchools
Foreword by Roger Tomlinson
123
EditorsAndrew J. MilsonUniversity of Texas at Arlington601 South Nedderman Drive, Box 19529ArlingtonTexas [email protected]
Ali DemirciFatih UniversityDepartment of GeographyBuyukcekmece, [email protected]
Joseph J. KerskiEnvironmental Systems Research Institute1 International CourtBroomfieldColorado [email protected]
ISBN 978-94-007-2119-7 e-ISBN 978-94-007-2120-3DOI 10.1007/978-94-007-2120-3Springer Dordrecht Heidelberg London New York
Library of Congress Control Number: 2011937059
© Springer Science+Business Media B.V. 2012No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or byany means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without writtenpermission from the Publisher, with the exception of any material supplied specifically for the purposeof being entered and executed on a computer system, for exclusive use by the purchaser of the work.
Printed on acid-free paper
Springer is part of Springer Science+Business Media (www.springer.com)
Foreword
Geographic Information Systems (GIS) are in use worldwide – over 400,000 insti-tutions in over 125 countries use them on a daily basis (based on the actual licensessold by major GIS software manufacturers). Millions of people work in the geospa-tial industry, estimated at $64 billion per year by the US Department of Labor, andgrowing at 20% per year. However, in my estimate, the current production of GIStrained students from all educational institutions, secondary and tertiary, does notkeep up with the growing demand. In fact, the global uptake of this productive andexciting technology is determined by the supply of trained people able to use iteffectively.
Geographic Information Systems are contributing to every imaginable activityacross the administrative, military, and scientific spectrum. The technology hasdemonstrated significant benefit to those organizations, countries, and cultures thatuse it. Clearly education is a critical component in the future of the nations involved.GIS education in secondary schools is the foundation of this progress.
This book tells stories from many countries describing their experience withbringing GIS education into the high school. It is a description of real-world expe-rience from which lessons can be extracted. It brings the realization that GISeducation is far more than developing skills needed in the workforce. It shines alight on the importance of inquiry-based teaching, where GIS is the enabling toolthat allows students to engage in meaningful issues about their environment, time,and place. GIS education leads to critical thinking in a wide range of disciplines,and is fundamental to the creation of decision-makers. This emerges as a persistenttheme in the experiences that are related from widely different institutional settingsand cultural backgrounds.
This is an important book, of value not only to students, parents, and teachers, butalso to the leaders in pedagogy, curriculum, and organizational policy in the worldof education.
Tomlinson Associates Ltd, Ottawa, Canada Roger Tomlinson
v
Acknowledgments
The editors are thankful to Springer for publishing this long overdue global perspec-tive on GIS in education. We wish to express our sincere gratitude to BernadetteOhmer from Springer for her support of and assistance with this project. We alsoappreciate the external reviewers selected by Springer who provided extremelyhelpful feedback. The authors have gained tremendous respect for one another inthe process of producing this volume. Each has been grateful to work with sucha diligent team of co-editors. Finally, we salute the visionary educators who haveintroduced GIS to young people around the world and who have contributed theirvaluable time to share these stories. We believe that the students they have workedwith around the world will be well-equipped through their work with GIS to enablea brighter future for the planet and its people.
– Andrew J. Milson, Ali Demirci, and Joseph J. Kerski
vii
Contents
1 The World at Their Fingertips: A New Age for Spatial Thinking . 1Andrew J. Milson, Joseph J. Kerski, and Ali Demirci
2 Australia: Inquiry Learning with GIS to Simulate CoastalStorm Inundation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13John C. Kinniburgh
3 Austria: Links Between Research Institutionsand Secondary Schools for Geoinformation Researchand Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Thomas Jekel, Alfons Koller, and Josef Strobl
4 Canada: Teaching Geography Through GeotechnologyAcross a Decentralized Curriculum Landscape . . . . . . . . . . . 37Niem Tu Huynh, Bob Sharpe, Chris Charman, Jean Tong,and Iain Greensmith
5 Chile: GIS and the Reduction of the Digital Dividein the Pan-American World . . . . . . . . . . . . . . . . . . . . . . 49Osvaldo Muñiz-Solari and Gustavo Moreira-Riveros
6 China: Teacher Preparation for GIS in the NationalGeography Curriculum . . . . . . . . . . . . . . . . . . . . . . . . 59Pinliang Dong and Peiying Lin
7 Colombia: Development of a Prototype Web-Based GISApplication for Teaching Geography . . . . . . . . . . . . . . . . . 65Luz Angela Rocha Salamanca and Natalia Andrea Diaz Vega
8 Denmark: Early Adoption and Continued Progress of GISfor Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Torben P. Jensen
9 Dominican Republic: Prospects for the Incorporationof GIS into the School Curriculum . . . . . . . . . . . . . . . . . . 83Quinta Ana Pérez Sierra and Victoria Castro De la Rosa
ix
x Contents
10 Finland: Diffusion of GIS in Schools from LocalInnovations to the Implementation of a National Curriculum . . . 89Tino P. Johansson
11 France: Dogmatic Innovations, Innovative Teachers,and Parallel Experimentations . . . . . . . . . . . . . . . . . . . . 97Eric Sanchez, Sylvain Genevois, and Thierry Joliveau
12 Germany: Diverse GIS Implementations within a DiverseEducational Landscape . . . . . . . . . . . . . . . . . . . . . . . . 107Kathrin Viehrig and Alexander Siegmund
13 Ghana: Prospects for Secondary School GIS Educationin a Developing Country . . . . . . . . . . . . . . . . . . . . . . . . 115Joseph R. Oppong and Benjamin Ofori-Amoah
14 Hungary: GIS in Natural Science Teacher Training . . . . . . . . . 125György Borián
15 India: Localized Introduction of GIS in Elite Urban PrivateSchools and Prospects for Diffusion . . . . . . . . . . . . . . . . . . 131Chetan Tiwari and Vinod Tewari
16 Japan: GIS-Enabled Field Research and a Cellular PhoneGIS Application in Secondary Schools . . . . . . . . . . . . . . . . 141Yoshiyasu Ida and Minori Yuda
17 Lebanon: A Personal Journey from ProfessionalDevelopment to GIS Implementation in an EnglishLanguage Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . 151Rawan Yaghi
18 Malta: GIS and Geography Teaching in the Contextof Educational Reform . . . . . . . . . . . . . . . . . . . . . . . . . 157Maria Attard and John A. Schembri
19 The Netherlands: Introduction and Diffusion of GISfor Geography Education, 1980s to the Present . . . . . . . . . . . 169Tim Favier, Joop van der Schee, and Henk J. Scholten
20 New Zealand: Pioneer Teachers and the Implementationof GIS in Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179Stephanie A. Eddy and Anne F. Olsen
21 Norway: National Curriculum Mandates and the Promiseof Web-Based GIS Applications . . . . . . . . . . . . . . . . . . . . 191Jan Ketil Rød, Svein Andersland, and Arne Frank Knudsen
Contents xi
22 Portugal: Experimental Science Learning, WebGIS,and the ConTIG Project . . . . . . . . . . . . . . . . . . . . . . . . 201Madalena Mota
23 Rwanda: Socioeconomic Transformation to aKnowledge-Based Economy Through the Integrationof GIS in Secondary Schools . . . . . . . . . . . . . . . . . . . . . . 207Martina Forster, Theodore Burikoko, and Albert Nsengiyumva
24 Singapore: The Information Technology Masterplanand the Expansion of GIS for Geography Education . . . . . . . . 215Yan Liu, Geok Chin Ivy Tan, and Xi Xiang
25 South Africa: Teaching Geography with GIS AcrossDiverse Technological Contexts . . . . . . . . . . . . . . . . . . . . 225Sanet Eksteen, Erika Pretorius, and Gregory Breetzke
26 South Korea: GIS Implementation Profiles AmongSecondary Geography Teachers . . . . . . . . . . . . . . . . . . . . 233Minsung Kim and Sang-Il Lee
27 Spain: Institutional Initiatives for Improving GeographyTeaching with GIS . . . . . . . . . . . . . . . . . . . . . . . . . . . 243Alfredo del Campo, Concepción Romera, Joan Capdevila,José Antonio Nieto, and María Luisa de Lázaro
28 Switzerland: Introducing Geo-Sensor Technologiesand Cartographic Concepts Through the Map YourWorld Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255Hans-Jörg Stark and Carmen Treuthardt
29 Taiwan: The Seed of GIS Falls onto Good Ground . . . . . . . . . 263Che-Ming Chen
30 Turkey: GIS for Teachers and the Advancement of GISin Geography Education . . . . . . . . . . . . . . . . . . . . . . . . 271Ali Demirci
31 Uganda: Educational Reform, the Rural–Urban DigitalDivide, and the Prospects for GIS in Schools . . . . . . . . . . . . . 283Jim Ayorekire and Revocatus Twinomuhangi
32 United Arab Emirates: Building Awareness of GISin Education Through Government and University Outreach . . . 291Mohamed R. Bualhamam
33 United Kingdom: Realizing the Potential for GISin the School Geography Curriculum . . . . . . . . . . . . . . . . . 299Mary Fargher and David Rayner
xii Contents
34 United States of America: Rugged Terrain and FertileGround for GIS in Secondary Schools . . . . . . . . . . . . . . . . 305Andrew J. Milson and Joseph J. Kerski
35 Synthesis: The Future Landscape of GISin Secondary Education . . . . . . . . . . . . . . . . . . . . . . . . 315Joseph J. Kerski, Andrew J. Milson, and Ali Demirci
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347
Contributors
Svein Andersland Akvator, Stord, Norway, [email protected]
Maria Attard University of Malta, Msida, Malta, [email protected]
Jim Ayorekire Makerere University, Kampala, Uganda,[email protected]
György Borián Danube-Drava National Park, Hungary, [email protected]
Gregory Breetzke University of Canterbury, Christchurch, New Zealand,[email protected]
Mohamed R. Bualhamam United Arab Emirates University, Al Ain, UnitedArab Emirates, [email protected]
Theodore Burikoko Kigali, Rwanda, [email protected]
Alfredo del Campo Instituto Geográfico Nacional (IGN), Madrid, Spain,[email protected]
Joan Capdevila Instituto Geográfico Nacional (IGN), Catalonia, Spain,[email protected]
Victoria Castro De la Rosa Education Ministry, Santo Domingo, DominicanRepublic, [email protected]
Chris Charman Huron Heights S.S., Kitchener, ON, Canada,[email protected]
Che-Ming Chen National Taiwan Normal University, Taipei, Taiwan,[email protected]
Ali Demirci Fatih University, Istanbul, Turkey, [email protected]
Natalia Andrea Diaz Vega Universidad Distrital F.J.C., Bogotá, D.C. Colombia,[email protected]
Pinliang Dong University of North Texas, Denton, TX, USA,[email protected]
xiii
xiv Contributors
Stephanie A. Eddy GISMAPED, Auckland, New Zealand,[email protected]
Sanet Eksteen University of Pretoria, Pretoria, South Africa,[email protected]
Mary Fargher Institute of Education, University of London, London, UK,[email protected]
Tim Favier VU University, Amsterdam, The Netherlands, [email protected]
Martina Forster Esri Deutschland, Kranzberg, Germany, [email protected]
Sylvain Genevois Institut National de Recherche Pédagogique, Lyon, France,[email protected]
Iain Greensmith Esri Canada, Toronto, ON, Canada,[email protected]
Niem Tu Huynh Association of American Geographers, Washington, DC, USA,[email protected]
Yoshiyasu Ida University of Tsukuba, Tsukuba, Japan, [email protected]
Thomas Jekel Institute of GIScience, Austrian Academy of Sciences, Salzburg,Austria, [email protected]
Torben P. Jensen Langkær Gymnasium and HF, Tilst, Denmark, [email protected]
Tino P. Johansson University of Helsinki, Helsinki, Finland,[email protected]
Thierry Joliveau Jean Monnet University of Saint Etienne, Saint Etienne, France,[email protected]
Joseph J. Kerski Esri, Broomfield, Colorado, USA, [email protected]
Minsung Kim Texas A&M University, College Station, TX, USA,[email protected]
John C. Kinniburgh The King’s School, Sydney, NSW, Australia,[email protected]
Arne Frank Knudsen Laksevåg Upper Secondary School, Bergen, Norway,[email protected]
Alfons Koller University of Education, Linz, Austria, [email protected]
María Luisa de Lázaro Universidad Complutense de Madrid (UCM), Madrid,Spain, [email protected]
Sang-Il Lee Seoul National University, Seoul, South Korea, [email protected]
Peiying Lin Capital Normal University, Beijing, China, [email protected]
Contributors xv
Yan Liu University of Queensland, St. Lucia, Queensland, Australia,[email protected]
Andrew J. Milson University of Texas at Arlington, Arlington, TX, USA,[email protected]
Gustavo Moreira-Riveros Ministry of Education, Santiago, Chile,[email protected]
Madalena Mota Pinhal Novo Secondary School, Pinhal Novo, Portugal,[email protected]
Osvaldo Muñiz-Solari Texas State University, San Marcos, TX, USA,[email protected]
José Antonio Nieto Instituto de Cartografía de Andalucía, Seville, Spain,[email protected]
Albert Nsengiyumva Workforce Development Authority, Kigali, Rwanda,[email protected]
Benjamin Ofori-Amoah Western Michigan University, Kalamazoo, MI, USA,[email protected]
Anne F. Olsen Chilton Saint James School, Lower Hutt, New Zealand,[email protected]
Joseph R. Oppong University of North Texas, Denton, TX, USA,[email protected]
Quinta Ana Pérez Sierra Instituto Tecnólogico de las Américas, Santo Domingo,Dominican Republic, [email protected]
Erika Pretorius University of Pretoria, Pretoria, South Africa,[email protected]
David Rayner Institute of Education, University of London, London, UK,[email protected]
Luz Angela Rocha Salamanca Universidad Distrital F.J.C., Bogotá, D.C.Colombia, [email protected]
Jan Ketil Rød Norwegian University of Science and Technology, Trondheim,Norway, [email protected]
Concepción Romera Instituto Geográfico Nacional (IGN), Madrid, Spain,[email protected]
Eric Sanchez Université de Sherbrooke, Sherbrooke, Québec, Canada,[email protected]
xvi Contributors
John A. Schembri University of Malta, Msida, Malta,[email protected]
Henk J. Scholten Geodan, Amsterdam, The Netherlands, [email protected]
Bob Sharpe Wilfrid Laurier University, Waterloo, ON, Canada, [email protected]
Alexander Siegmund University of Education Heidelberg, Heidelberg, Germany,[email protected]
Hans-Jörg Stark University of Applied Sciences Northwestern Switzerland,Muttenz, Switzerland, [email protected]
Josef Strobl Center for Geoinformatics University of Salzburg, Salzburg, Austria,[email protected]
Geok Chin Ivy Tan National Institute of Education, Nanyang TechnologicalUniversity, Singapore, Singapore, [email protected]
Vinod Tewari TERI University, New Delhi, India, [email protected]
Chetan Tiwari University of North Texas, Denton, TX, USA,[email protected]
Jean Tong Esri Canada, Toronto, ON, Canada, [email protected]
Carmen Treuthardt Association of Swiss Geography Teachers, Switzerland,[email protected]
Revocatus Twinomuhangi Makerere University, Kampala, Uganda,[email protected]
Joop van der Schee VU University, Amsterdam, The Netherlands,[email protected]
Kathrin Viehrig University of Education Heidelberg, Heidelberg, Germany,[email protected]
Xi Xiang National Institute of Education, Nanyang Technological University,Singapore, Singapore, [email protected]
Rawan Yaghi Nabil Adeeb Sleiman Secondary Public School, Bednayel-NorthBekaa, Lebanon, [email protected]
Minori Yuda University of Tokyo, Tokyo, Japan, [email protected]
List of Figures
1.1 Map of countries described in the book . . . . . . . . . . . . . . . 42.1 Year 11 geography students from The King’s School
conducting fieldwork at Collaroy Beach along Sydney’snorthern beaches . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.2 Simulated storm inundation height of 2.5 m . . . . . . . . . . . . . 233.1 Competencies for spatial citizenship . . . . . . . . . . . . . . . . . 293.2 Combining Georadar & GPS. Fieldwork within the Schools
on Ice project. Schladminger Gletscher, Dachstein . . . . . . . . . 323.3 Cooperation between education and science partners in
GEOKOM-PEP . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334.1 Students working on GIS . . . . . . . . . . . . . . . . . . . . . . . 424.2 GPS field use Grade 10 GIS experiential program . . . . . . . . . . 445.1 E-Learning platform based on CLAROLINE . . . . . . . . . . . . . 545.2 Settlements, schools, and water quality monitoring . . . . . . . . . . 545.3 Students working in their project at CCP and attending the
XV Conference of Esri Users in Santiago, Chile . . . . . . . . . . . 556.1 Students experiencing GIS in an ordinary classroom . . . . . . . . 616.2 Students experiencing GIS individually in a geography class . . . . 627.1 GIS prototype produced for teaching geography at schools . . . . . 698.1 COURSE – Digital teaching material from 1998 containing
basic reader, data, and guided exercises. The teacher coulduse this website as a starting point to get to know Remote Sensing . 76
8.2 The Digital Atlas was implemented on a standard ArcIMSserver with added extract and download facilities. The figureshows a local area around a gymnasium and shows that it ispossible to download data . . . . . . . . . . . . . . . . . . . . . . 77
8.3 Project Freeway. Using GIS for distance analysis in Silkeborg . . . 808.4 Welfare Denmark and unequal Denmark . . . . . . . . . . . . . . . 809.1 Seismicity map, Hispaniola Island, superposition of layer of
provinces in the Dominican Republic, as modeled in ArcGISsoftware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
10.1 Hausjärvi lower secondary school students collect data onwater quality from Lake Mommilanjärvi with their teacher in 2003 . 91
xvii
xviii List of Figures
10.2 Data collected from the field was saved into a GIS databaseand visualized on a local topographic map of 1:20,000 by thestudents of Hausjärvi lower secondary school in 2003 . . . . . . . . 92
11.1 SPOT image analysis with ©TITUS . . . . . . . . . . . . . . . . . 9911.2 Students prepare a geology field trip with ©Geonote . . . . . . . . 10011.3 Use of GPS during a geology fieldwork . . . . . . . . . . . . . . . 10111.4 Students’ presentation using geotechnologies during a
pretend game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10214.1 The education system in Hungary . . . . . . . . . . . . . . . . . . 12614.2 BISEL network website . . . . . . . . . . . . . . . . . . . . . . . 12814.3 Students working in their project in the field . . . . . . . . . . . . . 12915.1 Percentage “Out-of-School” students at elementary and
secondary school levels in India . . . . . . . . . . . . . . . . . . . 13216.1 Neighborhood crime map . . . . . . . . . . . . . . . . . . . . . . . 14516.2 Structure of the cellular phone GIS system and images of PC
viewer and cell phone GIS applications . . . . . . . . . . . . . . . . 14717.1 Zahraa Dirani and Alissar Samaan from Bednayel Secondary
Public School, Grade 9, presenting their project about GIS . . . . . 15417.2 Grade 9 students amazed by their own project about GPS . . . . . . 15518.1 The three islands of Malta, Gozo, and Comino commonly
referred to as Malta and the respective geographic positionin the Mediterranean Sea . . . . . . . . . . . . . . . . . . . . . . . 158
18.2 The geographic distribution of the newly set up publiccolleges in Malta . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
18.3 Lessons dedicated to geographic information and GIS . . . . . . . . 16519.1 Maps constructed by Nadhie and Bart: a distribution of the
customers of four gyms in Gorinchem, b market areas of thefour gyms, c average age of the customers, and d transportmeans of the customers . . . . . . . . . . . . . . . . . . . . . . . . 174
19.2 The general TPCK model (Mishra & Koehler, 2006) and theGIS–TPCK model . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
20.1 A student engages directly with data using GIS . . . . . . . . . . . 18020.2 Students work collaboratively planning a new facility for
their city . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18521.1 From the Map in the School atlas map server: map showing
sill deposition superimposed with historical landslide events . . . . 19521.2 The use of Google Earth in the classroom . . . . . . . . . . . . . . 19621.3 Perspective view of Bergen with information such as home,
school, nearest bus stop, and so on superimposed . . . . . . . . . . 19622.1 Tenth Graders learning to use ArcPad during a field trip . . . . . . . 20422.2 The ConTIG seminar in June 2009 . . . . . . . . . . . . . . . . . . 20523.1 Mapping of land use at Lake Muhazi in eastern province of
Rwanda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
List of Figures xix
23.2 Permanent secretary of the Ministry of Education officiallylaunches the Rwandan GIS textbook and hands it over to aCatholic girls’ school near Kigali in September 2009 . . . . . . . . 213
25.1 Students of St David’s Marist Inanda Secondary Schoolworking on a GIS project . . . . . . . . . . . . . . . . . . . . . . . 228
25.2 Mr. Reginald Jacobs and his students gathering to spatialrelationships using paper overlays . . . . . . . . . . . . . . . . . . 230
26.1 GIS implementation profiles of schools in South Korea . . . . . . . 23826.2 GIS education in preservice programs . . . . . . . . . . . . . . . . 23927.1 “Didact-ICA” portal . . . . . . . . . . . . . . . . . . . . . . . . . . 24927.2 Web page “Andalucía a tu alcance” . . . . . . . . . . . . . . . . . . 25028.1 Buffer zones around volcanoes in Italy, with a distance from
20 km, 30 km, and 50 km . . . . . . . . . . . . . . . . . . . . . . . 25728.2 GIS map of the sea level rise of 1 m, 3 m, and 5 m . . . . . . . . . 25828.3 Map of Lucerne: “City guide for tourists from Asia” . . . . . . . . . 26028.4 Map of Lucerne: City guide “Views around Lake Lucerne” . . . . . 26129.1 The YLSH teacher briefed students on the use of water
quality meter and GPS before the fieldwork . . . . . . . . . . . . . 26829.2 YLSH students demonstrated the output maps of their GIS
analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26930.1 Layout views and students from the GIS project conducted
in the Prof. Dr. Mumtaz Turhan Social Science High School . . . . . 27830.2 Teachers are implementing a GIS-based exercise in an
in-service education . . . . . . . . . . . . . . . . . . . . . . . . . 27932.1 Students in a GIS training at Al-Ain Al-Namothajia
Secondary School . . . . . . . . . . . . . . . . . . . . . . . . . . . 29432.2 Teachers in a GIS workshop at UAE University . . . . . . . . . . . 29634.1 GTP students explore the history of mapmaking at a local
museum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30934.2 A GIS professional gives GTP students an orientation to
equipment used in the field . . . . . . . . . . . . . . . . . . . . . . 310
This is Blank Page Integra xx
List of Tables
1.1 Overview of selected topics within chapters . . . . . . . . . . . . . 61.2 Overview of case studies . . . . . . . . . . . . . . . . . . . . . . . 72.1 Examples of GIS-based learning activities used in the
teaching of geography at The King’s School in Years 7–12 . . . . . 217.1 Colombian standards regarding the subject of geography . . . . . . 679.1 Curriculum map of education in the Dominican Republic . . . . . . 8518.1 A chronological timeline of salient aspects of education
policy in Malta . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15918.2 The principles and objectives of the National Minimum
Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16220.1 The number of students who have sat GIS unit standards
over the past six years and their success rates . . . . . . . . . . . . . 18724.1 Volcano learning activities using GIS . . . . . . . . . . . . . . . . 22024.2 Students’ perceived learning experience using GIS . . . . . . . . . 22126.1 Sequence of history and social studies in the middle school
curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23426.2 Sequence of history and social studies in the high school curriculum 23426.3 A survey questionnaire for constructing GIS implementation profiles 23727.1 EU key competencies (2006) and GIS . . . . . . . . . . . . . . . . 24427.2 The Spanish educational system . . . . . . . . . . . . . . . . . . . 24429.1 A national survey of senior high school geography teachers
on GIS education . . . . . . . . . . . . . . . . . . . . . . . . . . . 26730.1 The title of the nine GIS-based exercises in the book GIS
for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27630.2 The GIS-based projects being conducted at three pilot high
schools in Turkey . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
xxi
This is Blank Page Integra xxii
About the Editors
Ali Demirci is an associate professor at the Department of Geography, FatihUniversity in Istanbul, Turkey. He received his Ph.D. degree in 2004 from MarmaraUniversity in Turkey and studied secondary school geography education in the USAas his dissertation subject. A part of his dissertation was published in a Turkishbook entitled Education System in the USA with a special focus on SecondarySchool Geography Education. His major research interests are geography educa-tion in general and GIS and its applications in geography education in particular.He has published many articles in national and international journals in a widerange of topics including curricular developments, the use of GIS and other spa-tial technologies in geography education, and the application of GIS and remotesensing in different areas. He is the author of the book GIS for Teachers publishedin Turkish with the support of Esri-Turkey in 2008. This book is the only source inTurkey that provides secondary school teachers with sufficient theory and practiceon GIS along with digital data, GIS software licensing, and many GIS-based appli-cations to be implemented in geography lessons. He is also co-editor of two books:Geography, which is a textbook written for Grade 9 geography lessons and Methodsand Approaches in Geography Education, which is used as a textbook for a grad-uate course offered at universities in Turkey. Over the past ten years, he has beeninvolved in a number of activities such as organizing conferences, workshops, andcourses to introduce GIS to secondary and higher education institutions in Turkey.He is currently working in a committee in the Ministry of Education to revise thesecondary school geography curriculum in Turkey. One of his recent projects isentitled “Using GIS to develop social sensitivity among students: Implementationof GIS-based projects in secondary school geography lessons” supported by TheScientific and Technological Research Council of Turkey (TÜBITAK).
Joseph J. Kerski serves as education manager on the education team forEnvironmental Systems Research Institute (Esri) in Colorado, USA. Prior to join-ing Esri, he served for seventeen years as geographer in the Education Programat the US Geological Survey, and for four years as geographer at the US CensusBureau. He has taught as adjunct instructor of GIS at Sinte Gleska University on theRosebud Sioux Reservation, at the University of Denver, in primary and secondaryschools, and in online courses. Joseph holds three degrees in geography and thus
xxiii
xxiv About the Editors
is rather enthusiastic about studying biomes, population, landforms, hazards, andother topics using technology, maps, and imagery. Passionate about all aspects ofspatial learning, Joseph seeks and fosters educational partnerships, promotes GISin education and society through service and scholarship, and conducts trainingin geotechnologies for instructors, students, and administrators in a wide varietyof educational levels and disciplines, internationally. He creates curricula focusedon spatial thinking that uses geotechnologies as its chief inquiry-based tool, andconducts research in the effectiveness and implementation of these technologies informal and informal educational settings.
Andrew J. Milson is a Professor of social science education and geography withfaculty appointments in the College of Education and Health Professions and theCollege of Liberal Arts at the University of Texas at Arlington, USA. He teachescourses in human geography, GIS, and social studies education. He earned his Ph.D.in 1999 from the University of Georgia (USA), where he studied social scienceeducation and geography. Prior to pursuing his doctorate, he taught secondaryschool history and geography near Dallas, Texas. Andrew conducts research ongeographic education and the use of geospatial technologies in educational envi-ronments and has published numerous journal articles and book chapters on thiswork. His co-edited books include Digital Geography: Geospatial Technologies inthe Social Studies Classroom (Information Age, 2008) with Marsha Alibrandi. He isan elected member of the Executive Board of the National Council for GeographicEducation and serves as an associate editor of the Journal of Geography.
About the Authors
Svein Andersland is Associate Professor at Stord/Haugesund University College,Department of Teacher Education and Cultural Studies in Norway. He teaches geog-raphy, geography didactics, in-service GIS courses, development studies, and othergeography-related subjects within the broader social science study in teacher edu-cation. His research interests are related to the usage of ICT and GIS in lowereducation. Currently, he is participating in a national survey within the researchprogram Education, Curriculum and Technology, focusing on teachers’ usages andattitudes toward the use of ICT in various school subjects. He has presented and pub-lished GIS-related papers in IGU-CGE-held conferences, national and internationalESRI user conferences, national geography conferences, and conferences and work-shops held by the HERODOT network. He has also written GIS-related chapters intwo education-related books
Maria Attard holds the position of lecturer in Geography as well as Director of theInstitute for Sustainable Development at the University of Malta. Her specializationsare transport geography and GIS. She has coordinated the Geographic InformationSystems Laboratory and the teaching of GIS at the university since 1997, mostlyat undergraduate but also as part of various postgraduate courses. She has beeninvolved in a number of training programs and the institute will see the developmentof further GIS study programs at the University of Malta, thus increasing the skillsin the available and future workforce. She has published in the areas of transportand GIS education.
Jim Ayorekire is a Lecturer at in the Department of Forestry, Biodiversityand Tourism, College of Agricultural and Environmental Sciences, MakerereUniversity. He attained his doctorate in environmental and geographical sciencesfrom University of Cape Town and holds a master of arts degree in land use andregional development, Makerere University. His teaching and research interests arein regional geography and the application of GIS in land use planning with a bias totourism planning and management.
György Borián is senior manager of environmental education and ecotourismfor the Danube-Drava National Park in Hungary. He has authored or co-authorednumerous materials and teachers’ manuals for environmental education includingfive secondary school textbooks.
xxv
xxvi About the Authors
Gregory Breetzke is a Lecturer of geographical information systems (GIS) at theUniversity of Canterbury, New Zealand. He has been involved in teaching post-graduate GIS programmes in his native South Africa and has now transferred thatknowledge to assist in the development of a new master’s in GIS programme at theUniversity of Canterbury. His research focuses broadly on geospatial analysis andon different pedagogical approaches to GIS education.
Mohamed R. Bualhamam is a professor in the geography department at the UAEUniversity and head of the Geographical Information Systems committee in theEmirate of Ras al Khaimah. He received his Ph.D. in environmental dynamicsand GIS from the University of Arkansas. He is also a chair of authorship andreview of the social studies curriculum for Grades 5 and 6 level committees atthe Ministry of Education. His research interests include GIS in education, GIS forproject management, and environmental applications of GIS.
Theodore Burikoko assists the “GIS in Secondary Schools” project in variousactivities and serves as instructor for teacher trainings. He has taken part in theproject since its early days when he taught GIS to his classmates of the technicalschool ETO Gitarama. He currently continues his studies of civil engineering atKicukiro College of Technology in Kigali.
Alfredo del Campo is a geographer engineer at the Instituto Geográfico Nacional(National Geography Institute), Madrid, Spain. He is in charge of the Área deCartografía Temática y Atlas Nacional (thematic cartography and national atlas)of the Cartography Section in the General Directorate of the IGN. He studied for-est engineering at the Polytechnic University of Madrid (UPM) and completeddoctoral studies in the Department of Cartographic Engineering, Geodesy andPhotogrammetry: Graphic Expression. He has also obtained the titles of Masterof Geographic Information Systems (UPM), Manager of Information Systemsand Communications and Information Technologies (UPM) and Senior PublicManagement at the Universidad Complutense de Madrid (UCM). He has taughtand worked on speeches and presentations on thematic cartography and the NationalAtlas of Spain in specialized forums and outreach activities in teaching.
Joan Capdevila directs the regional service of the Instituto Geográfico Nacional inCatalonia. He studied physics and geography at the University of Barcelona. He is amember of Consejo Superior Geográfico (Geographic High Council) and works onthe Committee on spatial data infrastructures and the Committee on GeographicalNames. He publishes the blog IDEE, the Boletín SobreIDEs, and directs the workinggroups SDI Observatory and Cartographic Heritage on SDI. In all these fields, heperforms tasks related to the diffusion and dissemination of geographic informationin education.
Victoria Castro De la Rosa holds a degree in computer science from theUniversidad Autónoma de Santo Domingo (1998) and a master’s in educationaltechnologies from Pontificia Universidad Católica Madre y Maestra (PUCMM),Dominican Republic. Currently, she is developing her PhD thesis in Information
About the Authors xxvii
and Knowledge Society from the Universidad Pontificia de Salamanca, Madrid(UPSAM), Madrid, Spain. She works for the Education Ministry in the technol-ogy integration department, Dominican Republic. Her research has focused oninformation technology for education in middle schools in the Dominican Republic.
Chris Charman began his teaching career in 1997 in Waterloo, Ontario. In 2001 hecompleted his MA in urban/economic geography at Wilfrid Laurier University andbecame involved in GIS and GPS in the classroom. He found it curious that therewas more support for geo-technology from the information technology world thanthere was from the geographic lobby. This led to questions and research into thedifficulties of GIS implementation and the role of geographic education in general.Over the years these questions lead Chris to begin working on a doctorate, focusingon geographic literacy and how students perceive the space around them. In his cur-rent role as Geography Department Head in a new secondary school he has soughtto build the Geography department with likeminded individuals, who embrace tech-nology while still balancing the need for out of classroom field based experiencesfor our students.
Che-Ming Chen is Associate Professor of Geography at the National TaiwanNormal University. He has 18 years of experience in geography teacher train-ing at the secondary level. His research and teaching interests include geographyeducation, mobile learning, and spatial information technologies. Che-Ming hasapproximately 40 scientific publications in peer-reviewed journals, books, pro-ceedings, and other outlets. His current research focuses on mobile learning forhigh school fieldwork. In the recent 5 years, he held over 60 workshops help-ing secondary geography teachers to use GPS, GIS, and Google Earth in theirclassroom.
Natalia Andrea Diaz Vega graduated from the Department of Geodesy andCadastre Engineering at Universidad Distrital Francisco José de Caldas in Bogotá.In 2010, she joined as a professional on the geographic information systemsgroup at the Mobility Secretary Bogotá. Prior to this she worked in a privateenterprise company “Ingetec S.A.,” managing the geographic information systemand developing engineering projects. Also she worked at the Institute for UrbanDevelopment of Bogotá on feasibility projects for valorization. She is a memberof the students research group SDI (Spatial Data Infrastructure) and has won anaward for the project regarding a GIS application for teaching geography in basicsecondary education in Colombia. Currently, she is doing her postgraduate studiesin local development and environment at the Universidad Distrital Francisco Joséde Caldas.
Pinliang Dong is an Associate Professor at the Department of Geography,University of North Texas, Denton, Texas, USA. He has been doing researchand teaching in areas of geographic information systems and remote sensing. Hisresearch interests include spatial analysis and modeling, GIS application devel-opment for emergency response and animal tracking, GIS and remote sensing forland cover mapping, biomass estimation, and population estimation. He has taught
xxviii About the Authors
Introduction to GIS, Intermediate GIS, Advanced GIS, GIS Programming, RemoteSensing, and Special Topics. He has published over 20 journal papers and bookchapters.
Stephanie A. Eddy is the Director GISMAPED. She served as Head of SocialSciences at Botany Downs Secondary College in New Zealand from 2003 to2006, Deputy Principal of Botany Downs Secondary College in 2005, and Headof Geography Macleans College, New Zealand from 2000 to 2003. In 2000, sheintroduced GIS into the Social Sciences Department at Macleans College, and in2001 was the recipient of the Macleans College staff scholarship that allowed her tovisit schools in the USA. She has attended numerous international workshops andtraining sessions on GIS in education and was recently awarded the Royal Society ofNew Zealand Teacher Fellowship to study GIS in New Zealand secondary schools.
Sanet Eksteen is GIS lecturer in the Department of Geography, Geoinformaticsand Meteorology, at the University of Pretoria, South Africa. She teaches coursesin introductory and advanced GIS, and her research focuses on the introduction ofGIS in secondary school as well as the use of artificial intelligence in GIS. She wasinvolved in the development of a Paper GIS to enable schools to teach GIS withoutthe use of computers.
Mary Fargher is a Lecturer in Geography Education at the Institute of Education(IoE), University of London. After over twenty years working in schools as ageography teacher and subject leader, she was awarded an ESRC studentship tostudy for her PhD at IoE in 2005. Since then, she has taken part in a number ofresearch projects using GIS with teachers and students in schools (including theGeographical Association’s ‘Spatially Speaking’ project) and is regularly involvedin geography education and GIS conferences (including ESRI). Mary is currentlywriting up her PhD thesis on place and GIS.
Tim Favier is a PhD student at the Free University Amsterdam. His research focuseson how geography teachers can use GIS to stimulate progression in students’ geo-graphic literacy. In his research, he has developed several successful GIS-supportedinquiry-based geography modules with teachers from different schools. Tim Favieralso works in the EduGIS project, which aims to stimulate the diffusion of GIS insecondary education in The Netherlands.
Martina Forster is the project coordinator for “GIS in Secondary Schools” atthe GIS and RS Centre of the National University of Rwanda (CGIS-NUR). Theprogram is designed to promote GIS integration through all levels of secondaryeducation in Rwanda and inter-institutional collaboration in the field of GIS forDevelopment.
Sylvain Genevois works at the National Institute for Educational Research (INRP),Lyon, France. His PhD work in geography and science education examines thequestions posed by the introduction of geomatic tools in French secondary schools.His research interests also concern localized games and augmented reality.
About the Authors xxix
Iain Greensmith has been with ESRI Canada since September of 2007 in thecapacity of Technical Solutions Specialist, Education. Iain is able to draw from histechnical experience in previous roles as well as his 12 years of coaching experi-ence to ensure that educators benefit from the training and resource development,and direction he provides. Iain is a graduate of McMaster University with a degreein geography that specialized in GIS and spatial analysis, and is a current M.Sc.GISc candidate through Birkbeck College, University of London.
Niem Tu Huynh joined the Association of American Geographers (AAG) staff asSenior Researcher in June 2011. Prior to joining AAG, Niem taught secondary levelscience in Canada and was an Assistant Professor in the Department of Geographyat Texas State University – San Marcos. Her research interest is how spatial thinkingand geographic skills influence problem solving with geospatial technologies, par-ticularly with GIS. This interest stems from her dissertation, which was completedin Fall 2009 at Wilfrid Laurier University.
Yoshiyasu Ida is a professor at Graduate School of Comprehensive HumanSciences (Institute of Education), University of Tsukuba. He is the Chair ofEducation Sciences and School Education in Graduate School, University ofTsukuba. He obtained his Ph.D. from the University of Tsukuba. He is interestedin curricula in every county and GIS education in secondary school. He has pub-lished articles on GIS, geography, and environmental education in journals such asTsukuba Journal of Educational Studies and Geographiedidaktische Forschungen.He is also the author of Social Studies Education and Region.
Thomas Jekel is senior scientist at the Institute of GIScience, Austrian Academyof Sciences, Salzburg, Austria. He is currently responsible for research and edu-cation projects for GI use in secondary schools. He studied geography andcommunication science at the University of Salzburg for MSc and PhD.
Torben P. Jensen is a Teacher of Geography and History at Langkaer Gymnasiumand HF, Aarhus, Denmark. He earned his M.Sc. in Geography and History fromthe University of Aarhus, Denmark. He is the former Chairman of the DanishAssociation of Upper-Secondary Teachers of Geography and former President ofthe European Association of Geography Teachers’ Associations. He is co-authorand co-editor of Geografi: Natur - Kultur - Menneske, Geografforlaget 1992.Geography: Nature–Culture–Man and GO, Naturgeografi, Jorden og mennes-ket, Geografforlaget 2006 (GO, Geoscience, Earth, and Man); both widely usedupper-secondary Geography course books. He is also co-author and co-editor ofBæredygtig energi, Natur og Viden, Geografforlaget 2010 (Sustainable Energy), aninterdisciplinary basic introductory upper-secondary science course on sustainableenergy including biology, chemistry, geography, and physics.
Tino P. Johansson received his Ph.D. from the University of Helsinki in Finlandin 2009. He works as a research coordinator at the Department of Geosciencesand Geography and has specialized in educational use of Geographical InformationSystems. He has organized several pre- and in-service teacher courses on the educa-tional use of GIS in Finland. He has been actively involved in national and European
xxx About the Authors
projects that have introduced GIS into schools and developed ways to integrate theseinterdisciplinary teaching and learning tools into the daily activities of teachers andpupils. He is currently coordinating the Climate Change Impacts on EcosystemServices and Food Security in Eastern Africa (CHIESA) Project in Nairobi, Kenya.
Thierry Joliveau is professor of geography and geomatics at Jean MonnetUniversity of Saint-Etienne (France) where he is in charge of the Master “GIS andSpace Management” program. He is member of the CNRS research laboratory EVS(Environnement, Ville, Société) and director of the CNRS collaborative researchnetwork MAGIS (Models and Applications of Geographical Information Science).His research interests include several topics relating to the use of geographi-cal information in society, education, environmental management, and landscapeplanning.
Minsung Kim is a Ph.D. candidate in the Department of Geography at TexasA&M University in College Station, Texas, USA. His primary research interestsinclude spatial literacy, geo-spatial technologies, and spatial concept development.He received his master’s degree in geography education from Seoul NationalUniversity in South Korea and was involved in projects developing geographyeducation materials.
John C. Kinniburgh is the Head of Geography at The King’s School, a comprehen-sive independent boarding school in Sydney, Australia. Having taught at the schoolfor the past thirteen years, John first introduced students to Geographic InformationSystems (GIS) in 1998 and since then has integrated GIS into the Geography cur-riculum from years 7 to 12. He is a leader in the use and application of GIS ingeographical education and a key advocate for its role in fostering authentic learn-ing environments for boys. He has conducted numerous workshops on the use andapplication of GIS in the Geography classroom and has spoken at a number ofconferences including the ESRI International Education User Conference in SanDiego in 2003. He is currently completing a PhD at Macquarie University by inves-tigating how, and to what extent, GIS enhances the conceptual understanding ofgeography students in New South Wales. His current research investigates the wayin which GIS supports constructivist learning environments, particularly those thatadopt instructional frameworks that incorporate problem-based learning (PBL).
Arne Frank Knudsen is a senior high school teacher in geography, history, andNorwegian language. He teaches geography, geoscience, and Norwegian languagein Laksevåg Upper Secondary School. From 1984 to 2006 he taught geographydidactics at the Department of Teaching Education, University of Bergen. He hasbeen a practice teacher at the same place since 1984. For several years, he has hada special interest in teaching geography and has participated in a pilot project “GISin Schools,” initiated by and under the leadership of Svein Andersland.
Alfons Koller is a high school teacher at the Petrinum High School, Linz, Austria.He coordinates geography and economics within the Austrian Innovations inMathematics and Science Teaching (IMST) program. He is also involved with sev-eral EU projects aiming at the inclusion of GI in teacher training and comanages the
About the Authors xxxi
annual Learning with GI conference at Salzburg. He studied geography and math-ematics at the University of Salzburg and has been active in vocational training ofgeography teachers since the early 1990s.
María Luisa de Lázaro is an Associated Professor of Human Geography at theUniversidad Complutense de Madrid (UCM), Spain. She has been member of theboard of the Real Sociedad Geográfica of Spain since 1992 and President of theSpanish work group in geography didactics (Didáctica de la Geografía, Asociaciónde Geógrafos Españoles) since November 2008. She has published GIS-relatedpapers in the journal “Didáctica Geográfica” (Focus on Teaching Geography - forwhich she has been editorial secretary since 2010), for the meetings of HERODOT,EUROGEO, and several congresses. Her research interests are GIS and ICT forlearning, researching and teaching geography in higher education and sustainabilitydevelopment in cities and in the Spanish countryside.
Sang-Il Lee is an associate professor in the Department of Geography Education atSeoul National University. He received his Ph.D. degree from Ohio State University.His research interests include GIS, spatial data analysis, and cartography. He hasbeen responsible for running a branch of the National GIS Education Center inSouth Korea. He has also been involved in various teacher retraining programs withspecial focus on GIS for K-12 geography education.
Peiying Lin is a Professor at the Department of Geography, College of Resources,Environment and Tourism, Capital Normal University, Beijing, China. She has beenteaching undergraduate and graduate courses in Geography Pedagogy, GeographyEducation, Computer Aided Geography Teaching, Modern Teaching Technologiesin Geography, Environment Education, and English for Geography Majors. She hasworked as Principal Investigator for six research projects on information technologyfor geography education in Chinese secondary schools. She has also edited andco-edited 10 books, and published 27 papers.
Yan Liu is Senior Lecturer in Geographical Information Sciences at the Schoolof Geography, Planning and Environmental Management of the University ofQueensland, Australia. Her research interests include GIS applications, spatial anal-ysis and modeling, as well as learning with GIS in schools. She was an AssistantProfessor at the National Institute of Education, Nanyang Technological Universityin Singapore when she conducted this research project. She is a member of theSurveying and Spatial Sciences Institute in Australia.
Gustavo Moreira-Riveros earned the master’s in education from Universidad deChile and public administration from the same higher education institution in Chile.He is a full-time professional working for the Ministry of Education, Santiago,Chile. His responsibilities are focused on information and communication technolo-gies (ICT). As a specialist in public administration he coordinates activities relatedto the electronic government and the design and development of GIS for regionaldevelopment in Chile. GIS development in school environments is his main focus ofresearch. He has attended and participated in four ESRI International Conferences.
xxxii About the Authors
GIS applied to territorial information system for education and teaching with GISin K–12 have been his main topics of applied research.
Madalena Mota is a geography teacher, teaching middle school and high school inPortugal since 1994. She has a M.Sc. degree in “Science and GIS” (2005) from theInstituto Superior de Estatística e Gestão de Informação, New University of Lisbon(ISEGI-UNL). Since 2004, she has used GIS in her classrooms and is involved inorganizing events like GIS-Days with students. She also worked as the pedagogicalcoordinator of the ConTIG project at ISEGI-UNL, during a sabbatical year fromteaching, in 2008–2009.
Osvaldo Muñiz-Solari, earned his Ph.D. in Geography from the University ofTennessee, Knoxville, and MA in Geography from Michigan State University, EastLansing. He is an associate professor in the Department of Geography and AssociateDirector of the Gilbert M. Grosvenor Center for Geographic Education at TexasState University. His initial academic preparation was in Pedagogy in Geography,History, and Civic Education at the University of the North, Antofagasta, Chile.As a geographer, he held academic positions in several universities and developedprivate consultant work in Argentina, Brazil, Colombia, Ecuador, Peru, and Chile.His specialties in geography education are focused on new technologies for inter-national collaboration, one of which is GIS applications. Online learning methodsand scientific diffusion through electronic networking are also important special-ties that concentrate his publications. He is a member of the Steering Committeefor the International Geographical Union’s Commission on Geographical Educationrepresenting countries in Latin America.
José Antonio Nieto is a technician at the Institute of Cartography of Andalusia inSeville, Spain. He coordinates the department working on the elaboration of didacticand educative material related to cartography and geographic knowledge. He is alsoresponsible for Didact-ICA, which is the section of the Web page of the Instituteof Cartography of Andalusia that incorporates didactic material and links. He ismember of the Group of Didactics of the Association of Spanish Geographers andis doing research on the geography of the population.
Albert Nsengiyumva serves as the Coordinator ICT in Education and also coordi-nates the establishment of the Rwanda Education and Research Network (RwEdNet)that aims at providing affordable Internet connectivity to tertiary education inRwanda. He is also a network partner of the Research ICT Africa Network (RIA!)and the Deputy Chair of Ubuntunet Alliance for Research and Networking in theEastern and Southern African region. He is a multidisciplinary professional withmore than 12 years of experience. He is a former director of the National Universityof Rwanda Computing Center and has worked in computer networking projects aswell as in the area of ICT research particularly in policy and regulation.
Benjamin Ofori-Amoah is a Professor of Geography and Chair of the Departmentof Geography at Western Michigan University, Kalamazoo, Michigan, USA. Heholds a PhD degree from Simon Fraser University, Canada (1990), an MA (higher
About the Authors xxxiii
education administration) from the University of Exeter, UK (1984), an MSc (plan-ning) degree from the University of Science and Technology, Kumasi, Ghana(1980), and a BA (geography with statistics) degree from the University of Ghana(1977). Prior to entering the university Ben taught as an elementary school teacher,from 1972 to 1977 in his native Ghana, after completing a four-year teacher trainingprogram. After obtaining his baccalaureate degree, he went back to teach geogra-phy at high school from 1977 to 1979. From 1980 to 1983, he worked as assistantregistrar at the Kwame Nkrumah University of Science and Technology, in Kumasi,Ghana. In 1983, he left Ghana for further studies in the UK and Canada and even-tually arrived in the USA in 1991, when he received appointment as AssistantProfessor of Geography at the University of Wisconsin-Stevens Point. In 1999, Benserved as the Administrative Associate to Dr. David J. Ward, the then Senior VicePresident for Academic Affairs of the University of Wisconsin System. He was theChair of the Department of Geography and Geology at Stevens Point from 2001 to2006, before he moved to Western Michigan University in 2006. Ben is an economicgeographer and a regional planner with expertise in economic development, locationanalysis, urban and regional planning, and geographic information systems (GIS),and research interests in development theory, development planning, technologi-cal change, and human factor development. He has given scholarly presentationsat many professional conferences and published in these areas of expertise. Hismost recent publication is an edited volume titled Beyond the Metropolis: UrbanGeography as if Small Cities Mattered. University Press of America Lanham, MD:University Press of America, 2006.
Anne F. Olsen is the head of social sciences at Chilton Saint James School inNew Zealand and director of GISMAPED. She has attended numerous interna-tional workshops and training sessions on GIS in education. In 1999, she introducedGIS into the Social Sciences Department at Chilton Saint James School. In 2001,she received a Royal Society of New Zealand Teacher Fellowship to study “Theintegration of GIS into Secondary School Geography” and visited schools in theUSA, Canada, and Australia to observe the use of GIS. In 2002, she establishedGISMAPED with Stephanie Eddy to promote GIS in schools by providing trainingand resources. Recently, she served as the lead author on New Zealand GIS lessons.
Joseph R. Oppong is a Professor of Geography and Associate Dean of ToulouseGraduate School at the University of North Texas, Denton, Texas, where he has beenteaching since 1992. He has a BA in geography from the University of Ghana andMA and PhD degrees from the University of Alberta, Edmonton, Canada. Priorto coming to UNT, Dr. Oppong taught at the University of Iowa. He currentlyserves as the US representative to the International Geographers Union Commissionon Health and Environment and has served as chair to the Medical GeographySpecialty Group and also the Africa Specialty Group of the Association of AmericanGeographers. Dr. Oppong’s research centers on medical geography, particularlythe application of spatial analysis and GIS techniques to health care issues inAfrica and Texas. Dr. Oppong has published articles on HIV/AIDS in Africa, teenHIV/AIDS in Dallas County, and Tuberculosis Genotypes in Tarrant County, Texas.
xxxiv About the Authors
He coedited the volume HIV-AIDS in Africa: Beyond Epidemiology (BlackwellPublishers) and a special issue in Social Science and Medicine titled HIV/AIDS,gender, agency and empowerment issues in Africa. His latest research focuses oncomputational epidemiology, mapping tuberculosis genotypes, and racial/ethnic dis-parities in tuberculosis and HIV/AIDS in Texas and Africa. As associate deanof Toulouse Graduate School, Dr. Oppong is responsible for UNT’s ResponsibleConduct of Research policy formulation and implementation.
Quinta Ana Pérez Sierra earned a degree in computer science (2000) and amaster’s degree in telecommunication (2003) from the Universidad Autónoma deSanto Domingo (UASD), Dominican Republic. She also holds a Master’s degree inGeographical Information Systems (GIS) and is currently developing her PhD thesisin GIS from the Universidad Pontificia de Salamanca, Madrid (UPSAM), Madrid,Spain. Her research has focused on (1) GIS technology for disasters managementfocused on crisis mapping, (2) GIS for the prevention of flood disasters with par-ticular emphasis on simulation of hydrological processes, and (3) GIS technologyfor education. Currently, she is research professor for Instituto Tecnológico deLas Américas (ITLA), TI Professor for the Universidad Iberoamericana (UNIBE),and founder and director of the Geographic Information Systems School in theDominican Republic.
Erika Pretorius is Technical Assistant at the Department of Geography,Geoinformatics and Meteorology, at the University of Pretoria, South Africa. Shewas previously an educator and a part-time contributor to the online Earthwire NewsPortal. Her research interests include an integrated approach to teaching geogra-phy with GIS as well as the use of GIS in developing suitability indices for thepositioning of Fog Water Collection Systems.
David Rayner is a Lecturer in Geography Education at the Institute of Education(IoE), University of London. After thirty years working in schools as a geographyteacher and subject leader, he took on the role of National Subject Lead (NSL)for KS3 Geography, leading a team of 25 teachers and advisors in supporting thegovernment roll-out of the New Secondary Curriculum in England. David has along-standing interest in GIS and technology in education. He was involved in oneof the first UK local authority GIS initiatives in 2002 and wrote the online GISteacher guidance for the Royal Geographical Society website. Alongside his workat the IoE, David continues his role as NSL running GIS workshops and conferencesto support teachers wishing to embed GIS into the secondary curriculum.
Luz Angela Rocha Salamanca graduated from the Department of Geodesy andCadastre Engineering at Universidad Distrital Francisco José de Caldas in Bogotáand received her Msc degree in geoinformation systems from ITC, The Netherlands,in 1997. She worked for almost nine years at the National Geographic Institute ofColombia “Agustin Codazzi” at the Cartography Department, where she gained alot of experience in map production. In 2001, she joined the Universidad Distrital atthe Faculty of Engineering, Cadastral and Geodesy program, as an assistant pro-fessor teaching cartography and geographic information systems. Currently she
About the Authors xxxv
is a researcher of the research group NIDE (Research Nucleus in Spatial Data).She is also a team director of the students research group SDI (Spatial DataInfrastructure) and belongs to the editorial committee of the scientific journal “UDy la Geomatica.” Presently, she is continuing her PhD studies at the UniversidadNacional of Colombia in the Department of Geography.
Jan Ketil Rød is Associated Professor in Geographical Information Systemand Science at Department of Geography, Norwegian University of Science andTechnology. He teaches statistics, cartography, GIS, and remote sensing. Hisresearch is on applications of GIS in urban planning, studies of civil armed con-flicts, vulnerability to environmental hazards, and the implementation of GIS inupper secondary schools. He has published in Environmental Planning B: Planningand Design, Political Geography, Journal of Conflict Resolution, InternationalStudies Quarterly, International Organization, Conflict Management and PeaceScience, Norwegian Journal of Geography, and Cartographica and CartographicPerspectives.
Concepción Romera is a geographer engineer at the Instituto Geográfico Nacional,Madrid, Spain. She is in charge of the CARTOSOPHIA Project and leads theWeb page “Cartografía para la enseñanza” (Cartography for teaching). She dealswith the management of knowledge and with training in thematic cartography.She is the vice president of cartography in the Sociedad Española de Cartografía,Fotogrametría y Teledetección (Spanish Society of Cartography, Photogrammetryand Remote Sensing).
Eric Sanchez is professor at the faculty of education of the University ofSherbrooke, QC (Canada), and assistant professor at École Normale Supérieurde Lyon (France). His research work concerns the uses of information and com-munication technology for educational purposes (elearning, simulation, seriousgames).
John A. Schembri is a senior lecturer in Geography at the Mediterranean Instituteof the University of Malta. He has a B.A. from the University of Malta in con-temporary Mediterranean studies and history and later obtained an M.A. in thegeography of the Middle East and the Mediterranean and a Ph.D., both from DurhamUniversity, UK. He is a fellow of the Royal Geographical Society. John is coor-dinator of the geography division at the Institute and lectures mainly in humangeography. His main research interests and publications are in populations of walledtowns, development in ports and harbors, and historical heritage along urban coastalareas. John is a regular contributor to courses organized by the International OceanInstitute in Malta and is involved in the local national geography examinations, thedevelopment of syllabi in geography for ordinary, intermediate, and advanced levelsand has been involved in the development of geography at the university.
Henk J. Scholten studied mathematics and geography at the Vrije UniversiteitAmsterdam and obtained his PhD in 1988. Since 1990 he is professor in spatial
xxxvi About the Authors
informatics at the Faculty of Economics of the Vrije Universiteit Amsterdam andDirector of the Spinlab (www.spinlab.vu.nl).Prof. Scholten is founder and CEO of Geodan, one of the largest European com-panies specialized in Geospatial Information Technology (www.geodan.nl). Prof.Scholten is advisor for the European Union and several ministries in the field of dis-aster management and GIS. He has written more than 100 articles and 9 books onGIS. In July 2009, the ‘Lifetime Achievement Award’was given to Prof. Scholten byJack Dangermond, founder of ESRI. This award is given to a person who has con-tributed significantly to advancing the science and technology of GIS throughout hiscareer.
Bob Sharpe is an Associate Professor and Associate Dean of Arts (AcademicDevelopment) at Wilfrid Laurier University in Waterloo, Ontario. His primaryteaching and research interests are at the intersection of human geography andgeomatics. He has taught and supervised students for twenty years at both theundergraduate and graduate levels in the fields of urban and economic geography,geographic information systems, cartography, and geographic education. Wheneverpossible, he incorporates fieldwork and geotechnologies into student learning expe-riences. Among Bob’s research interests are issues of change and conflict in the city,and the application of geotechnologies to geographic education.
Alexander Siegmund currently is a full professor and head of the Department ofGeography at the University of Education Heidelberg, as well as an honorary pro-fessor at the Institute for Geography at the University of Heidelberg. He has setup the “Klaus-Tschira-Competency Center for Digital Geomedia in Schools” andleads the Research Group for Earth Observation (rgeo), which focuses on researchin geography and geography didactics, the development of learning environmentsusing geospatial technology and in- and pre-service teacher training. His PhD, com-pleted in 1997, focused on the regional climate of the Baar region in Germany. Hestudied geography, economics, and education at the University of Mannheim andwas a teacher at a trading school for several years. He also held a professor positionat the University of Education in Karlsruhe (Germany), a researcher position at theUniversity of Mannheim as well as lecturer positions at the University of Karlsruhe,the University of Applied Science Karlsruhe, and the University of Heidelberg.
Hans-Jörg Stark is a professor at University of Applied Sciences NorthwesternSwitzerland, School of Architecture, Civil Engineering and Geomatics, Institute ofGeomatics Engineering. He has been teaching geographic information systems andscience since 2004. Before that he had worked for more than twelve years in the GISindustry, mainly as GIS project manager and in the development of GIS applications.His research interests are in the field of Volunteered Geographic Information (VGI),collaborative mapping, Open Source GIS, and Geo-Marketing. Besides the initiationof the “Map your World” project for secondary level students, he is also the founderof the VGI Project OpenAddresses.org. Currently he is involved in many nationalresearch projects in the aforementioned fields.
Josef Strobl is head of the center for geoinformatics at the University of Salzburg,Austria. He studied geography, meteorology, and geology with an MSc and PhD
About the Authors xxxvii
in Geography from the University of Vienna, Austria. Since 1985, he has taughtand conducted research in computer-assisted cartography, remote sensing, statisticalmethods, and geographical information systems at the University of Salzburg.
Geok Chin Ivy Tan is an Associate Professor of Humanities and Social StudiesEducation Academic Group and Sub-Dean, Diploma and Practicum, Office ofTeacher Education at the National Institute of Education, Nanyang TechnologicalUniversity, Singapore. She has taught as a geography teacher and has beenHead of the Humanities Department in secondary schools. She has also been aGifted Educational Specialist (Geography) in the Ministry of Education, Singapore.Presently she is a Commission Member of the International Geographical Union –Commission on Geographical Education and also serves as a regional representa-tive of the International Association for the Study of Cooperation in Education. Sheis an executive member of the South East Asian Geography Association and theGeography Teachers’ Association, Singapore.
Vinod Tewari is chair professor for National Capital Region Studies at TERIUniversity, New Delhi. He has more than four decades of national and internationalexperience working on various spheres of urban development planning, manage-ment, and governance. His specific research, consultancy, and teaching interestsare in the areas of urban policy, urban institutional reforms, urban infrastructuremanagement and financing, and urban poverty alleviation. He has taught coursesin postgraduate- and PhD-level teaching programs and short-term training pro-grams related to urban policy, urban management, quantitative urban modelling,public policy, geographic information systems, and research methodology. He haspublished a number of books/reports (with publishers such as Johns HopkinsUniversity Press, Concept publishers, Allied publishers, and World Bank) and anumber of research papers on topics related to his areas of interest in refereedjournals including Regional Development Dialogue, International Regional ScienceReview, Environment & Planning B: Planning & Design, IIMB ManagementReview, Geographical Review of India, Problems de Croissance Urbaine dans leMonde Tropical, CEGET, Sankhya, and Analytical Geography, and in the reportsof the National Commission on Urbanisation, Government of India, World Bank,Washington, and UNCRD, Nagoya. For his pioneering work in the area of GISand service planning in India during the 1980s, he received Geodyssey Awardof Geodyssey Environmental GIS Research Initiative instituted by Autodesk Inc.,California, USA, and Environmental Systems Research Institute (ESRI), Inc.,Redlands, California, USA in March 1993.
Chetan Tiwari received his PhD in geography from The University of Iowa in2008. He is currently an assistant professor of geography at the University of NorthTexas in Denton, Texas. He is also affiliated with the Center for ComputationalEpidemiology and Response Analysis (CeCERA) at UNT. His research interests arein the applications of Geographic Information Science and spatial analysis methodsfor problems in public health. Specifically, he is interested in using GIS for map-ping disease burdens and for environmental health surveillance. He has previously
xxxviii About the Authors
collaborated with several health departments across the USA and the NationalCancer Institute. He is also the primary developer for an open-source disease map-ping framework called WebDMAP. He currently teaches GIS, medical geography,location modelling, and human geography courses to undergraduate and graduatestudents at the University of North Texas and the University of North Texas HealthScience Center.
Jean Tong has been with ESRI Canada since May 2007 in the Education IndustryManager’s role. Prior to this, she taught Grades 7–10 Social Sciences in Toronto.Her primary role at ESRI Canada is to introduce educators and administrators toGeographic Information Systems (GIS) by demonstrating how GIS can be usedboth in the classroom and for campus management in areas such as bus routingand planning. She is actively involved in presenting to educators and conductingtraining about the use of GIS in education. In addition, she is responsible for manyother aspects of the education program such as creating resources and working withmuseums. Jean is a graduate of Canterbury University and McMaster Universitywith degrees in Education and Geography.
Carmen Treuthardt studied geography at the University of Zurich. Since 1998 shehas taught geography and political education at the Lucerne High school. She isco-author of the GIS book Geografische Informations Systeme, which will be usedoften in upper secondary education and is the first Swiss GIS training book forGrades 7–12 in German. This book was honored with “Special Achievement in GISAward” at the Esri International User Conference 2007. Carmen Treuthardt is alsothe president of the Association of Swiss Geography Teachers (VSGG).
Revocatus Twinomuhangi is a Lecturer in the Department of Geography,Informatics and Climatic Sciences, College of Agricultural and EnvironmentalSciences, Makerere University. He received his doctorate from Makerere University.His current research interests are in GIS Applications in waste management, naturalresources management, and climate change adaptation and mitigation.
Joop van der Schee is professor for geography education at the Center forEducational Training, Assessment and Research at VU University Amsterdam, TheNetherlands. He teaches human geography, geography didactics, and in-servicecourses, and is coach for research projects of master students and a group of geog-raphy education PhD students. His research interests are related to the use of mapsand GIS and thinking skills in geography education. He has written scientific arti-cles as well as books for teachers about geography in education, thinking skills, andthe use of digital maps. He is co-chair of the International Geography Olympiad andmember of the IGU Commission on Geographical Education.
Kathrin Viehrig currently is a researcher at the Department of Geography atthe University of Education Heidelberg in Germany. Her PhD research focuseson the effects of GIS use in secondary schools on student achievement in geog-raphy, particularly with regard to systemic and spatial thinking. She also workswithin the research project “HEIGIS”, which in its first phase aims at developing
About the Authors xxxix
a geographically, didactically, and psychometrically sound assessment instrumentfor geographic system competency. Kathrin graduated with a first state exam forteachers, an M.A. in European Bilingual Education and an additional qualificationfor intercultural education/ foreigner pedagogy from the University of Education inKarlsruhe, Germany. She has studied for a semester at the University of Auckland,New Zealand.
Xi Xiang is a doctoral student at the National Institute of Education, NanyangTechnological University, Singapore. Her research interests include using geospa-tial technologies to develop spatial thinking of students, and designing teaching andlearning resources for geography learning.
Rawan Yaghi has been a teacher for 16 years and is now the coordinator of Englishlanguage and extracurricular activities in Nabil Adeeb Sleiman Secondary PublicSchool in Bednayel-North Bekaa, Lebanon. She is also the educational directorof the nationwide project, Teach Women English (TWE). She is a teacher trainerwith the British Council in a project funded by HSBC and in a partnership with theMinistry of Education.
Minori Yuda is an assistant professor at the Center for Spatial Information Science,the University of Tokyo. She obtained her Ph.D. in utilization of GIS in schooleducation from Kanazawa University. Her research interests are utilization of GISin school education in Japan and other countries, and development of applicationsand courses using GIS and WebGIS in school education. She has published articleson GIS in education in Japan and Finland.
![Lecture Notes in Computer Science 7777 › content › pdf › bfm%3A978-3... · he defined as a general theory of information transfer (GTIT) [A220], which in-cludes Shannon’s](https://img.dokumen.tips/doc/110x75/5f0492817e708231d40ea251/lecture-notes-in-computer-science-7777-a-content-a-pdf-a-bfm3a978-3.jpg)
